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Wyświetlanie 1-10 z 61
Tytuł:
Funkcja semantyczna terminów w postmodernistycznym paradygmacie nauk humanistycznych – szkic problemowy
Semantic Function of Terms of the Humanities Sciences: An Outline of Issues
Autorzy:
Woźniak-Wrzesińska, Ewelina
Powiązania:
https://bibliotekanauki.pl/articles/2015081.pdf
Data publikacji:
2021
Wydawca:
Komisja Nauk Filologicznych Polskiej Akademii Nauk, Oddział we Wrocławiu
Tematy:
term
meaning
metaphor
language of science
Opis:
The aim of the article is to consider the meaning (description of semantic function) of terms in the humanities sciences. The author assumes that the terms in scientific texts in the field of humanities should be considered differently from those in natural sciences, and this is primarily due to the specificity of the object of research, which is dealt with by humanists. In the central part of the argument, the characteristics of humanities are presented in relation to the subject of its research, then the characteristics of the term referring to such, and not another, object of research. The author concludes that in the process of searching for the meaning of terms of the humanities sciences, one should first of all refer to the tradition in which the term exists. It turns out that the meaning of the term is not related to its denotation.
Źródło:
Academic Journal of Modern Philology; 2021, 13; 347-358
2299-7164
2353-3218
Pojawia się w:
Academic Journal of Modern Philology
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
A Handful of Remarks on the “Terminology Reference for the Science of Psychophysiological Detection of Deception”
Autorzy:
Widacki, Jan
Powiązania:
https://bibliotekanauki.pl/articles/38150771.pdf
Data publikacji:
2024
Wydawca:
Krakowska Akademia im. Andrzeja Frycza Modrzewskiego
Tematy:
“Terminology References”
Science of Psychophysiological Detection of Deception
Language of science
Źródło:
European Polygraph; 2024, 18, 1; 43-46
1898-5238
2380-0550
Pojawia się w:
European Polygraph
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
De la métaphore dans la langue informatique
On metaphor in the language of information science
Autorzy:
Pirogowska, Ewa
Powiązania:
https://bibliotekanauki.pl/articles/1053106.pdf
Data publikacji:
2003-10-01
Wydawca:
Uniwersytet im. Adama Mickiewicza w Poznaniu
Tematy:
Language of information science
Metaphor
Opis:
The French of information science is a variant of a lively general language submitted to constant changes. In order to bring closer, better understand and get acqainted with the technical terms either names of equipment, programmes, or situations peculiar to computer reality, the user refers to everyday life (e.g. passerelle, English gateway; souris, English mouse) or to universal or mythological concepts (e.g. argonautes - internautes) thanks to the phenomenon of metaphor. It sometimes happens that the original concept, which served as a basis for the creation of a metaphor, is obliterated memory and computer users apply a new term being unaware of its origin. Just in this way during metaphoric operations totally new words are formed and they influence the specific character of the language of information science.
Źródło:
Studia Romanica Posnaniensia; 2003, 30; 131-141
0137-2475
2084-4158
Pojawia się w:
Studia Romanica Posnaniensia
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Номинативнше предложенил в научноп прозе русского лзшка (cpaenumenbuo с сербским)
Nominative Sentences in the Language of Science and Technology in Russian (in Comparison with Serbian)
Autorzy:
Столнович, Андреи
Powiązania:
https://bibliotekanauki.pl/articles/1922224.pdf
Data publikacji:
1996-12-31
Wydawca:
Uniwersytet Opolski
Opis:
Nominative sentences in Russian and Serbian (genre of text-books and manuals) exhibit a high degree of resemblance as to their function: in both languages they perform the function of a title. Some common characteristics are also shown with regard to the means of expression, the most prominent being wide use within titles of deverbative nouns (Nomina actionis), with acquie thus semi-predicative nature. However, more important interlinguistic resemblance is related to differences in the use of verbs: in the Russian titles examined, verbs are most often omitted, whereas in Serbian they are used more freely. It is probably a consequence of differences between the two grammar systems (limited use of participles in modem Serbian). Although genetic relation between the two Slavic languages is important, future contrastive-stylistic analysis of scientific style should be focused on possible extralinguistic differences (difference in the developmental history of scientific styles and their subsequent growth; differences in language traditions established, in (stylistic) uses accepted; different degree of language editor's interference, etc.).
Źródło:
Stylistyka; 1996, 5; 313-322
1230-2287
2545-1669
Pojawia się w:
Stylistyka
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Zwroty modalne języka fizyki
Modal Expressions in the Language of Physical Science
Autorzy:
Tkaczyk, Marcin
Powiązania:
https://bibliotekanauki.pl/articles/966944.pdf
Data publikacji:
2006-12-01
Wydawca:
Uniwersytet Warszawski. Wydział Filozofii
Opis:
Modal concepts - among them the concepts of logical, physical (nomic) and metaphysical necessity - used to be quite important for philosophy of science during centuries. However, in the XX c. most philosophers preferred not to recognize those concepts in science (especially the concept of physical necessity). They were wrong. Some patterns from history of physics are presented, showing the concept of physical necessity playing an important role in the scientific research of nature. And the nature of physically necessary statements is different from both logically necessary statements - on the one hand - and contingent statements, on the other. Consequently three attempts to explain the nature of physical necessity are discussed. (1) Physical necessities are just relative necessities, logical consequences of physical laws. (2) Logical and physical necessities are of the same nature, although logically necessary statements are as well analytical, while those physically necessary are synthetic. Some serious difficulties arising in both theories are shown. Finally a third explanation is outlined. (3) The two kinds of necessary statements differ in their reference: they describe different kinds of real relationships (connection).
Źródło:
Filozofia Nauki; 2006, 14, 4; 97-108
1230-6894
2657-5868
Pojawia się w:
Filozofia Nauki
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
National language in science: The case of Latvian
Autorzy:
Dubova, Agnese
Laiveniece, Diāna
Proveja, Egita
Egle, Baiba
Powiązania:
https://bibliotekanauki.pl/articles/628275.pdf
Data publikacji:
2020
Wydawca:
Fundacja Pro Scientia Publica
Tematy:
language use in science, national language, Latvian, English, dissertation defense
Opis:
Aim. To show and describe the current situation in Latvian language as a case study of the problem about the place of a national language and its existence in sciences in modern globalised times, when the dominance of English as the lingua franca of science grows. Methods.  A descriptive method, including literature review of language of science used globally. Empirical discourse content analysis was conducted; it examined various documents, including Latvian legal texts that governs the rights and rules of Latvian language use, as well as a wide array of mainly online media. Results. During the study, 21 different sources and 304 online comments under articles relating to the issue were analysed. The material revealed that there is a breadth of opinions, ranging from the Ministry stance to organisations and the general public. It could be said that the main trend in the opinions can be described as follows: there is a variety of language options – a dissertation written only in Latvian; a dissertation written in English; a choice of language that is up to the doctoral student. This would ensure that the language choice fits the doctoral students’ goals and field of research and making English mandatory would not likely lead to guaranteed scientific excellence as what matters is the research itself, not the language. Conclusions. National language of science is a current issue in Latvia, as there is a need for state language use in the scientific register. The discussed Ministry document is still a draft report and it is not yet known what final decisions on the PhD process and dissertation language will be taken. Latvian is a scientific language and it should be recognised as one of the languages used in science  within the international scientific discourse.
Źródło:
Journal of Education Culture and Society; 2020, 11, 1; 325-342
2081-1640
Pojawia się w:
Journal of Education Culture and Society
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Podstawowe terminy pedagogiczne w języku angielskim w kontekście pedagogiki polskiej
Autorzy:
Fitak, Anna
Powiązania:
https://bibliotekanauki.pl/articles/2010607.pdf
Data publikacji:
2016-03-31
Wydawca:
Wydawnictwo Adam Marszałek
Tematy:
language of educational science
educational terminology
text on education
discourse analysis
dictionary of education
education
higher education
communication in science
Opis:
This article covers the basic terms in educational sciences in English and their equivalents in Polish, including definitions, difficulties in the selection of appropriate equivalent and linguistic traps which may influence on how the particular term is interpreted in the context of a text it is contained within and both Polish and American/British educational reality. The purpose of this paper is to increase awareness of a Polish reader of educationrelated texts that have been translated from English in terms of issues concerning meanings and interpretation, to make the Polish authors of educationrelated texts more sensitive to such issues and to provide them with a basis to be used when they create their own works which are meant to be populated in the multilingual environment of educationists or when they refer to the English literature in educational sciences in Polish books and articles.
Źródło:
Kultura i Edukacja; 2016, 1(111); 79-100
1230-266X
Pojawia się w:
Kultura i Edukacja
Dostawca treści:
Biblioteka Nauki
Artykuł
Tytuł:
Elementy językoznawstwa kognitywnego w dydaktyce filozofii
Elements of cognitive language science in a philosophical education
Autorzy:
Zieliński, Marcin
Powiązania:
https://bibliotekanauki.pl/articles/533331.pdf
Data publikacji:
2013
Wydawca:
Wydawnictwo Naukowe Dolnośląskiej Szkoły Wyższej
Tematy:
dydaktyka filozofii
edukacja filozoficzna
językoznawstwo kognitywne
pojęcia filozoficzne
cognitive language science
philosophical concepts
philosophical education
Opis:
Zgodnie z paradygmatem kognitywistycznym, podstawy wszystkich pojęć są doświadczeniowe (sposób, w jaki myślimy wynika z tego, jakie są nasze ciała i jak doświadczają one fizycznego świata). Pojęcia filozoficzne nie są więc zasadniczo różne od pojęć używanych przez nie-filozofów (w szczególności: młodzież), a jedynie częściej odnoszą się do rzeczy niedoświadczanych bezpośrednio. Sposób rozumienia takich pojęć wyjaśnia między innymi teoria metafor pojęciowych: pojęcia odległe od bezpośredniego doświadczenia rozumiemy w kategoriach pojęć rozumianych bezpośrednio. Traktowanie koncepcji filozoficznych jako domen docelowych metafor pojęciowych pozwala przedstawić je w sposób, w jaki umysł z natury przedstawia sobie rzeczy, których nie może pojąć bezpośrednio. Korzystając z takiego podejścia w nauczaniu, wykorzystujemy naturalne procesy poznawcze uczniów i opisujemy koncepcje filozoficzne w „ojczystym narzeczu umysłu”.
According to cognitive paradigm, the fundaments of all concepts are empirical (the way we are thinking is a result of how our bodies are and how they experience a physical world). Thus, philosophical concepts do not differ from those used by non-philosophers (particularly young people); they just refer more often to phenomena not directly experienced. A theory of conceptual metaphors explains the way of understanding of these concepts: we understand the concepts distant from our direct experience alike those that are understood directly. Considering the philosophical concepts as target domains of conceptual metaphors allows to present them in the same manner as our mind pictures inconceivable issues. Applying this approach in philosophical education, we use natural cognitive processes of students and we describe philosophical concepts in “native dialect of mind.”
Źródło:
Drogi Edukacji; 2013, 1; 25-35
2353-7566
Pojawia się w:
Drogi Edukacji
Dostawca treści:
Biblioteka Nauki
Artykuł
Wyświetlanie 1-10 z 61

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